Predicting integrated writing task performance: Source comprehension, prewriting planning, and individual differences

Abstract

Abstract Integrated writing tasks are widely used in L2 academic proficiency tests (Cohen, 2009) even though L2 writers experience challenges with the comprehension and integration of source ideas (Plakans & Gebril, 2013). Relatively few studies have examined whether prewriting planning helps mitigate these challenges (Hayes, 1996) or whether L2 writers individual differences affect any potential benefits for prewriting planning. Therefore, this study explores the contribution of source comprehension, individual differences, and prewriting planning to English L2 writers performance on a Canadian Academic English Language (CAEL) Assessment integrated writing task. English for academic purposes students (N = 111) carried out reading comprehension, listening comprehension and integrated writing sections of a CAEL test, writing anxiety and self-efficacy questionnaires, and a semi-structured interview. CAEL writing band scores along with reading and listening comprehension scores were obtained and participants prewriting planning notes were analyzed in terms of their strategies and degree of elaboration. Multiple regression models indicated that anxiety and reading scores were significant predictors of CAEL writing band scores, and the interview data provided greater insights into the L2 writers reading-to-plan strategies and challenges. Pedagogical implications are discussed to increase students understanding of the connections between reading comprehension and prewriting planning.